Presentation on theme: "Reading Comprehension"— Presentation transcript:
1 Reading Comprehension Parents and teachers need to explicitly teach reading comprehension skills while at the same time encouraging young readers to keep practicing and honing their skills.
2 Explicit Varied Teaching Reading comprehension must be explicitly taughtThey need a variety of textsTeachers workWhole classSmall groupOne to OneParents Model at homeReal Life: Newspapers, Internet, books for pleasureReading with their childrenReading to their children
3 Comprehension Strategies QuestioningBefore reading – making predictions and activate prior knowledge.During reading – ask questions to check for understanding or misunderstandings (Who, What, Where, When, How, Why)Ask questions to guide students to make inferences.Ask questions to guide students in analyzing textHave students give proof by citing evidence in text
4 Vocabulary Instruction Formal instruction by teachersInformal instruction by parentsInstruction on words before they read or as they readHelping them use context clues (words or pictures in text to determine the meaning)Teaching basic roots, prefixes and suffixesExposure to words and their meanings
5 Monitoring Young readers must learn to monitor their comprehension. They must learn to “check in” with themselves for understandingAdults help children to develop strategiesActivate prior knowledgeRead and rereadAsk themselves questions while readingStop and jotUse text structure for meaning
6 SummarizingYoung readers must develop the ability to summarize what they have read.They need to be able to state in order key events, ideas, details, and explain the big idea of what they are reading.
7 Focus and Attention Young readers must learn to focus their attention. They must become fluent readers before they can attend to comprehension.Too much time spent on decoding distracts from their ability to pay attention to comprehension.Students will need to stop periodically and summarize what they have read.
8 Motivation Encouragement for all their reading Demonstrate an enthusiasm for readingShow excitement for your own reading and theirsHelp choosing books that are at a child’s interestChoosing books that are “doable” for studentsBooks should be at their level or just above their independent level if you are helping them
9 Strategies to Help Comprehension YouTube video -Making sense of Informational Text
10 English Language Arts RL3 KindergartenWith prompting and support, identify characters, settings, and major events in a story.First GradeDescribe characters, settings, and major events in a story, using key details.Second GradeDescribe how characters in a story respond to major events and challenges.
11 English Language Arts RL3 Third GradeDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsFourth GradeDescribe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
12 English Language Arts RL3 Fifth GradeCompare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Sixth GradeDescribe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
13 English Language Arts RI3 KindergartenWith prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.First GradeDescribe the connection between two individuals, events, ideas, or pieces of information in a text.Second GradeDescribe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
14 English Language Arts RI3 Third GradeDescribe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Fourth GradeExplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
15 English Language Arts RI3 Fifth GradeExplain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Sixth GradeAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).